ANU H Course Advanced Japanese - Written under the Languages Framework Accredited from 2021 2022 - ACT Board of Senior Secondary ...
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ANU H Course
Advanced Japanese
Written under the Languages Framework
Accredited from 2021 – 2022Cover Art provided by ANU
ANU Image Library
Fiona Foley, Winged harvest 2001, Wood, aluminium, ochre and stainless steel, commissioned 2000
(WEH Stanner Building courtyard)Table of Contents H Courses ................................................................................................................................................ 1 The ACT Senior Secondary System.......................................................................................................... 1 ACT Senior Secondary Certificate ........................................................................................................... 2 Learning Principles .................................................................................................................................. 3 General Capabilities ................................................................................................................................ 4 Cross Curriculum Priorities ..................................................................................................................... 6 ANU H Course ......................................................................................................................................... 7 Advanced Japanese ................................................................................................................................. 7 Rationale ................................................................................................................................................. 7 Goals ....................................................................................................................................................... 7 Unit Titles ................................................................................................................................................ 7 Organisation of Content.......................................................................................................................... 8 Assessment ............................................................................................................................................. 8 Achievement Standards ........................................................................................................................ 10 Social Research in Japanese Value: 1.0............................................................... 13 Textual Analysis in Japanese Value: 1.0............................................................... 15 Appendix A – Implementation Guidelines 17 Appendix B – Course Developers 20 Appendix C – Common Curriculum Elements 21 Appendix D – Glossary of Verbs 22 Appendix E – Glossary for ACT Senior Secondary Curriculum 23 Appendix F – Language Information 24
ACT BSSS ANU H Course Advanced Japanese 2021-2022
H Courses
H classification is given to a year 11 and 12 course which is designed and accredited by the Board of
Senior Secondary Studies (BSSS) and an Australian university, and where successful completion of
the course will be recognised both towards the ACT Senior Secondary Certificate and an
undergraduate degree with that university.
The BSSS considers H courses as complementary to studies in the home college. These extension
courses allow students to pursue depth of study in an area of interest, while also gaining experience
in a tertiary context to prepare for future studies.
The ACT Senior Secondary System
The ACT senior secondary system recognises a range of university, vocational or life skills pathways.
The system is based on the premise that teachers are experts in their area: they know their students
and community and are thus best placed to develop curriculum and assess students according to
their needs and interests. Students have ownership of their learning and are respected as young
adults who have a voice.
A defining feature of the system is school-based curriculum and continuous assessment. School-
based curriculum provides flexibility for teachers to address students’ needs and interests. College
teachers have an opportunity to develop courses for implementation across ACT schools. Based on
the courses that have been accredited by the BSSS, college teachers are responsible for developing
programs of learning. A program of learning is developed by individual colleges to implement the
courses and units they are delivering.
Teachers must deliver all content descriptions; however, they do have flexibility to emphasise some
content descriptions over others. It is at the discretion of the teacher to select the texts or materials
to demonstrate the content descriptions. Teachers can choose to deliver course units in any order
and teach additional (not listed) content provided it meets the specific unit goals.
School-based continuous assessment means that students are continually assessed throughout years
11 and 12, with both years contributing equally to senior secondary certification. Teachers and
students are positioned to have ownership of senior secondary assessment. The system allows
teachers to learn from each other and to refine their judgement and develop expertise.
Senior secondary teachers have the flexibility to assess students in a variety of ways. For example:
multimedia presentation, inquiry-based project, test, essay, performance and/or practical
demonstration may all have their place. College teachers are responsible for developing assessment
instruments with task specific rubrics and providing feedback to students.
The integrity of the ACT Senior Secondary Certificate is upheld by a robust, collaborative and
rigorous structured consensus-based peer reviewed moderation process. System moderation
involves all year 11 and 12 teachers from public, non-government and international colleges
delivering the ACT Senior Secondary Certificate.
Only students who desire a pathway to university are required to sit a general aptitude test, referred
to as the ACT Scaling Test (AST), which moderates student scores across courses and colleges.
Students are required to use critical and creative thinking skills across a range of disciplines to solve
problems. They are also required to interpret a stimulus and write an extended response.
Senior secondary curriculum makes provision for student-centred teaching approaches, integrated
and project-based learning inquiry, formative assessment and teacher autonomy. ACT Senior
Secondary Curriculum makes provision for diverse learners and students with mild to moderate
intellectual disabilities, so that all students can achieve an ACT Senior Secondary Certificate.
1ACT BSSS ANU H Course Advanced Japanese 2021-2022
The ACT Board of Senior Secondary Studies (BSSS) leads senior secondary education. It is responsible
for quality assurance in senior secondary curriculum, assessment and certification. The Board
consists of nominees from colleges, professional bodies, universities, industry, parent/carer
organisations and unions. The Office of the Board of Senior Secondary Studies (OBSSS) consists of
professional and administrative staff who support the Board in achieving its objectives and
functions.
ACT Senior Secondary Certificate
Courses of study for the ACT Senior Secondary Certificate:
• provide a variety of pathways, to meet different learning needs and encourage students to
complete their secondary education
• enable students to develop the essential capabilities for twenty-first century learners
• empower students as active participants in their own learning
• engage students in contemporary issues relevant to their lives
• foster students’ intellectual, social and ethical development
• nurture students’ wellbeing, and physical and spiritual development
• enable effective and respectful participation in a diverse society.
Each course of study:
• comprises an integrated and interconnected set of knowledge, skills, behaviours and
dispositions that students develop and use in their learning across the curriculum
• is based on a model of learning that integrates intended student outcomes, pedagogy and
assessment
• outlines teaching strategies which are grounded in learning principles and encompass quality
teaching
• promotes intellectual quality, establish a rich learning environment and generate relevant
connections between learning and life experiences
• provides formal assessment and certification of students’ achievements.
2ACT BSSS ANU H Course Advanced Japanese 2021-2022
Underpinning beliefs
• All students are able to learn.
• Learning is a partnership between students and teachers.
• Teachers are responsible for advancing student learning.
Learning Principles
1. Learning builds on existing knowledge, understandings and skills.
(Prior knowledge)
2. When learning is organised around major concepts, principles and significant real world issues,
within and across disciplines, it helps students make connections and build knowledge structures.
(Deep knowledge and connectedness)
3. Learning is facilitated when students actively monitor their own learning and consciously develop
ways of organising and applying knowledge within and across contexts.
(Metacognition)
4. Learners’ sense of self and motivation to learn affects learning.
(Self-concept)
5. Learning needs to take place in a context of high expectations.
(High expectations)
6. Learners learn in different ways and at different rates.
(Individual differences)
7. Different cultural environments, including the use of language, shape learners’ understandings
and the way they learn.
(Socio-cultural effects)
8. Learning is a social and collaborative function as well as an individual one.
(Collaborative learning)
9. Learning is strengthened when learning outcomes and criteria for judging learning are made
explicit and when students receive frequent feedback on their progress.
(Explicit expectations and feedback)
3ACT BSSS ANU H Course Advanced Japanese 2021-2022
General Capabilities
All courses of study for the ACT Senior Secondary Certificate should enable students to develop
essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated
and interconnected set of knowledge, skills, behaviours and dispositions that students develop and
use in their learning across the curriculum.
The capabilities include:
• literacy
• numeracy
• information and communication technology (ICT)
• critical and creative thinking
• personal and social
• ethical understanding
• intercultural understanding
Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of
students and incorporate the contemporary issues they face. Hence, courses address the following
three priorities. These priorities are:
• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability
Elaboration of these General Capabilities and priorities is available on the ACARA website at
www.australiancurriculum.edu.au.
Literacy
In ANU H Course Advanced Japanese, students become literate in Japanese as bilingual senior high
school students, as they develop the knowledge, skills and dispositions to interpret and use language
confidently as adult speakers of Japanese. They use Japanese to engage in collaborative learning and
express their research and conclusions about questions and issues in Japanese language and culture
at an age appropriate level. They consider how to use Japanese in genuine academic and general
applications. Literacy in ANU H Course Advanced Japanese involves students listening to, reading,
viewing, speaking, writing and creating academic and creative texts, and using and modifying
language for different purposes in a Japanese language academic context.
Numeracy
In ANU H Course Advanced Japanese, students become numerate as they develop the knowledge
and skills to use numeracy confidently to create and interpret data as they research and
communicate their findings about Japanese socio-economic, cultural and political issues. They
become aware of the contingency and malleability of data produced using mathematical methods.
Numerical reasoning in ANU H Course Advanced Japanese encompasses the pattern recognition and
application of patterns inherent to numeracy and language learning, as well as the knowledge, skills,
behaviours and dispositions that students need to use mathematical knowledge in a wide range of
situations.
4ACT BSSS ANU H Course Advanced Japanese 2021-2022
Information and Communication Technology (ICT) Capability
In ANU H Course Advanced Japanese, students develop Information and Communication Technology
(ICT) capability in English and Japanese in a university context. They learn to use ICT effectively and
appropriately to access, create and communicate information and ideas, solve problems and work
collaboratively. They consider the role of ICT in the change and evolution of languages and cultures.
ICT capability involves students learning to make the most of the digital technologies available to
them, adapting to new ways of studying and being, as technologies evolve and understanding the
risks to themselves and others in a digital environment.
Critical and Creative Thinking
In ANU H Course Advanced Japanese, students develop capability in critical and creative thinking as
they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, and
consider issues in Japanese language and culture. In learning a language, students interact with
people and ideas from diverse backgrounds and perspectives, which enhance critical thinking,
reflection and encourage creative, divergent and imaginative thinking. By learning to notice,
connect, compare, and analyse aspects of the target language, students develop critical, analytic and
problem-solving skills.
Personal and Social Capability
In ANU H Course Advanced Japanese, students develop personal and social capability as they learn
to understand themselves and others, and effectively manage their relationships, lives, work and
learning. They develop the skills to engage in respectful and thoughtful discussion and investigation
of significant and controversial issues. As they investigate questions in a university context, they
build personal and social capability through a range of practices including recognising and regulating
emotions, developing empathy for others, establishing and building positive relationships, making
responsible decisions, working effectively in teams, handling challenging situations constructively
and developing leadership skills.
Ethical Understanding
In ANU H Course Advanced Japanese, students develop ethical understanding, as they identify and
investigate the nature of ethical concepts and values and understand how reasoning can assist
ethical judgement in their own and a Japanese context. Further, they problematise ethical
knowledge by examining how ethics affects the generation of knowledge in Japanese language and
culture studies. Ethical understanding involves students building a strong personal and socially
oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to
develop an awareness of the influence that their values and behaviour have on others through the
exploration of their ethics as researchers and thinkers in a university context.
Intercultural Understanding
In ANU H Course Advanced Japanese, students develop intercultural understanding as they learn to
value their own cultures, languages and beliefs, and those of others. They come to understand how
personal, group and national identities are shaped, and the variable and changing nature of culture.
Intercultural understanding involves students learning about and engaging with diverse cultures in
ways that recognise commonalities and differences, create connections with others and cultivate
mutual respect.
The development of intercultural understanding is a central aim of learning languages, as it is
integral to global citizenship and lifelong learning. Students bring various preconceptions,
assumptions, and orientations shaped by their existing language(s) culture(s) to their learning that
can be challenged by the new language experience. By learning to refine an existing language in new
domains and contexts, students are able to notice, compare, and reflect on things previously taken
for granted; to explore their own linguistic, social and cultural practices as well as those associated
with the target language. They begin to see the complexity, variability, and sometimes the
contradictions involved in using language.
5ACT BSSS ANU H Course Advanced Japanese 2021-2022
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for
all young Australians to gain a deeper understanding and appreciation of Aboriginal and Torres Strait
Islander histories and cultures, deep knowledge traditions and holistic world views. This knowledge
and understanding provided in ANU H Course Advanced Japanese, will enrich all learners’ ability to
participate positively in the ongoing development of Australia through a deepening knowledge and
connection with the world’s oldest continuous living cultures. Comparisons to Japanese indigenous
groups, and other colonised peoples, and Australian Indigenous people might be made.
Asia and Australia’s Engagement with Asia
This priority in ANU H Course Advanced Japanese, will ensure that students learn about and
recognise the diversity within and between the countries of the Asia region. They reflect on
Australia’s relationship with Japan. They will develop knowledge and understanding of Asian
societies, cultures, beliefs and environments, in particular Japan. Asia literacy provides students with
the skills to communicate and engage with the peoples of Japan so they can effectively live, work
and learn in Japan.
Sustainability
The sustainability priority ANU H Course Advanced Japanese, provides the opportunity for students
to develop an appreciation of the necessity of acting for a more sustainable future and so address
the ongoing capacity of Earth to maintain all life and meet the needs of the present without
compromising the needs of future generations. They explore these concepts in a Japanese context.
The Sustainability priority is futures-oriented, focusing on protecting environments and creating a
more ecologically and socially just world through informed action. Actions that support more
sustainable patterns of living require consideration of environmental, social, cultural and economic
systems and their interdependence.
The Sustainability priority is futures-oriented and calls on students to act sustainably as individuals
and to participate in collective endeavours that are shared across local, regional and global
communities. It emphasises the interdependence of environmental, social, cultural and economic
systems.
6ACT BSSS ANU H Course Advanced Japanese 2021-2022
ANU H Course
Advanced Japanese
Rationale
Learning additional languages widens horizons, broadens cognitive and cultural experience, and
develops communicative and intercultural capabilities. It also opens up new perspectives for
learners, not only in relation to other cultures and languages, but also in terms of their own
language and cultural practices. They will study to a JPLT N2 level of language proficiency.
Learning languages strengthens intellectual and analytical capability and enhances creative and
critical thinking. Students develop an understanding of the nature of language (including linguistic
and stylistic features), of culture, and of the process of communication. They develop understanding
of how values and culture shape a learner’s world view.
Learning languages extends the learner’s understanding of themselves, their heritage, values,
culture, and identity. Students develop intracultural and intercultural capability; they develop
understanding of, and respect for, diversity and difference, and openness to different perspectives
and experiences.
Learning languages contributes to strengthening the community’s social, economic, and
international development capabilities.
Students learn to reorganise their thinking to accommodate the structure of another language. They
develop cognitive flexibility and problem-solving ability, which can be applied when problems and
solutions are not evident, as well as when critical thinking and creative approaches are required.
Goals
This course should enable students to:
• enhance their capacity to communicate and interact effectively within and across languages
and cultures and show control over linguistic elements with an awareness of audience and
purpose
• acquire language learning processes and strategies
• understand the interrelationship of language and culture, and the importance of intracultural
and intercultural capabilities
• acquire skills to be a global citizen
• understand the diversity and variability of language use – how language changes with the
context of situation and culture (participants and their relationship, circumstances of
communication).
Unit Titles
• Social Research in Japanese
• Textual Analysis in Japanese
7ACT BSSS ANU H Course Advanced Japanese 2021-2022
Organisation of Content
Social Research in Japanese
Students will build on their existing strong grasp of Japanese to encompass joyo kanji, and
associated grammatical complexity, sufficient to read and express themselves as is expected of
native speaking senior high school students. They will critically analyse Japanese texts to express
critical arguments about issues in Japanese society, culture, economics and politics. They will refine
their capacity to express themselves creatively and academically according to audience and purpose.
Students will refine their study, research and collaboration skills in Japanese language and university
contexts.
Textual Analysis in Japanese
Students will engage with a wide range of twentieth century Japanese Literature and History,
available in ANU libraries. They will critically analyse texts to understand the changing nature of
Japanese society. Students also engage with contemporary texts in Japanese to synthesise language
and generic features to create their own texts that critically analyse issues and features of Japanese
society and culture. They will refine their capacity to express themselves creatively and academically
according to audience and purpose. Students will refine their study, research and collaboration skills
in Japanese language and university contexts.
Assessment
The identification of criteria within the achievement standards and assessment tasks types and
weightings provide a common and agreed basis for the collection of evidence of student
achievement.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers must use all these criteria to assess students’
performance but are not required to use all criteria on each task. Assessment criteria are to be used
holistically on a given task and in determining the unit grade.
Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the
goals of a unit based on the assessment criteria. The Common Curriculum Elements (CCE) is a guide
to developing assessment tasks that promote a range of thinking skills (see Appendix C). It is highly
desirable that assessment tasks engage students in demonstrating higher order thinking.
Rubrics are constructed for individual tasks, informing the assessment criteria relevant for a
particular task and can be used to assess a continuum that indicates levels of student performance
against each criterion.
Assessment Criteria
Students will be assessed in speaking, writing and responding tasks on the degree to which they
demonstrate:
• communicating
• understanding.
8ACT BSSS ANU H Course Advanced Japanese 2021-2022
Assessment Task Types
Inquiry based tasks 40% In-class tasks 60%
Preparation may be collaborative or individual, Individual spontaneous production of language
and production may be interactive, the in response to an unseen stimulus/questions
assessment is based on individual production
Examples: Examples:
• Blog/Vlog • Oral interview
• Debate • Sustained writing
• Interview • Responding to multimodal texts using
• Report different outputs, including a changed
context/audience/purpose (e.g.
• Seminar
analytical, creative, persuasive)
• News website
• Responding to multimodal texts using
different outputs, including a changed
context/audience/purpose (e.g.
analytical, creative, persuasive)
• Multimodal text with intercultural
questions
• Tutorial Listening, speaking, reading and writing should
be assessed in an in-class environment at least
once in an academic year
Additional Assessment Information
• For a standard unit (1.0), students must complete a minimum of three assessment tasks and
a maximum of five.
• Each standard (1.0) unit must include an inquiry based task and an in class task.
• Any single assessment task will fall under only one category and in the next unit must fall in
the alternate category.
• Each task must enable students to demonstrate higher order thinking and include open
ended questions.
• The complexity of the target language in the stimulus material and the response required
should reflect the level of the course. Responses may be in the target language or in English.
• It is recommended that students produce a variety of text types over a course of study
• The use of a dictionary is at the discretion of the school. The conditions of an assessment task
to be specified for moderation purposes.
9ACT BSSS ANU H Course Advanced Japanese 2021-2022
Achievement Standards
A Year 12 student in any unit is assessed using the Year 12 achievement standards. A Year 11 student
in any unit is assessed using the Year 11 achievement standards. Year 12 achievement standards
reflect higher expectations of student achievement compared to the Year 11 achievement
standards. Years 11 and 12 achievement standards are differentiated by cognitive demand, the
number of dimensions and the depth of inquiry.
An achievement standard cannot be used as a rubric for an individual assessment task. Assessment
is the responsibility of the college. Student tasks may be assessed using rubrics or marking schemes
devised by the college. A teacher may use the achievement standards to inform development of
rubrics. The verbs used in achievement standards may be reflected in the rubric. In the context of
combined Years 11 and 12 classes, it is best practice to have a distinct rubric for Years 11 and 12.
These rubrics should be available for students prior to completion of an assessment task so that
success criteria are clear.
10ACT BSSS ANU H Course Advanced Japanese 2021-2022
Achievement Standards for ANU H Course Advanced Japanese – Year 11
A student who achieves an A grade A student who achieves a B grade A student who achieves a C grade A student who achieves a D grade A student who achieves an E grade
typically typically typically typically typically
• analyses particular linguistic, • explains some linguistic, cultural • describes linguistic, cultural and • identifies some linguistic, cultural • identifies some linguistic, and
cultural and stylistic features of and stylistic features of authentic stylistic features of authentic texts and stylistic features of authentic cultural features of authentic
authentic texts texts texts texts
• analyses language and culture in • explains language and culture in a • describes some language and • identifies some features of • identifies few or no features of
range of authentic and unfamiliar range of authentic and unfamiliar culture in authentic and language and culture in authentic language and culture in authentic
Understanding
contexts contexts unfamiliar contexts and unfamiliar contexts and unfamiliar contexts
• explains or compares and • explains interconnections and • describes interconnections and • identifies some interconnections • identifies few or no
contrasts complex reflect on own values between reflect on own values, beliefs, between own beliefs, practices, interconnections between own
interconnections and reflect on own values, beliefs, practices, and practices, and ideas represented and ideas represented or beliefs, practices, and ideas
own values, beliefs, practices, and ideas represented or expressed in or expressed in authentic and/ or expressed in authentic and/ or represented or expressed in
ideas represented or expressed in authentic and/ or extended texts extended texts extended texts with little to no authentic and/ or extended texts
authentic and/ or extended texts reflection
• analyses concepts and • explains concepts and • describes concepts and • identifies some concepts and • identifies few or no concepts and
perspectives represented in texts perspectives represented in texts perspectives represented in texts perspectives represented in texts perspectives represented in texts
from literature and the media from literature and the media from literature and the media from literature and the media from literature and the media
• creates texts displaying • creates complex texts displaying • creates texts displaying breadth in • creates texts displaying some • creates texts displaying some
independence, depth and breadth breadth and some depth and the treatment of the topic and breadth in the treatment of the knowledge of the topic
in the treatment of the topic, independence in the treatment of constructs conclusions topic and constructs conclusions
substantiates decisions and the topic and constructs
constructs conclusions conclusions
• displays thorough knowledge and • displays thorough knowledge and • displays knowledge and • displays knowledge of the target • displays little or no confidence or
understanding of the target understanding of the target understanding of the target language; however, lacks sensitivity in responses to
language as a system and language as a system and language as a system and confidence and/ or sensitivity in knowledge of the target language
Communicating
responds with sustained responds with examples of responds with occasional responses
confidence and sensitivity sustained confidence and confidence and sensitivity
sensitivity
• applies to a high degree, • applies conventions of texts and • applies conventions of texts to • applies some conventions of • applies few conventions of texts
conventions of texts and takes takes some risks to represent represent experiences texts to represent experiences to represent experiences
risks to represent ideas and ideas and experiences appropriate appropriate to audience and appropriate to audience and appropriate to audience and
experiences appropriate to to audience and purpose purpose purpose purpose
audience and purpose
• displays versatility and accurate • displays a degree of versatility and • displays some versatility and • displays a range of vocabulary • displays a range of vocabulary
and diverse language use, clarity accurate and diverse language use accurate and diverse language use and uses grammar with some and uses grammar with limited
of expression and a wide range of and a wide range of vocabulary and a range of vocabulary and accuracy both orally and in accuracy both orally and in
vocabulary and grammar both and grammar both orally and in grammar both orally and in writing in a sustained text writing in disjointed texts
orally and in writing writing writing
11ACT BSSS ANU H Course Advanced Japanese 2021-2022
Achievement Standards for ANU H Course Advanced Japanese – Year 12
A student who achieves an A/ High A student who achieves a B/ Distinction A student who achieves a C/ Credit A student who achieves a D/ Pass grade A student who achieves an E/ N Fail
Distinction grade typically grade typically grade typically typically grade typically
• critically analyses particular • analyses particular linguistic, • explains some linguistic, cultural • describes linguistic, cultural and • identifies some linguistic, cultural
linguistic, cultural and stylistic cultural and stylistic features of and stylistic features of authentic stylistic features of authentic and stylistic features of authentic
features of authentic texts authentic texts texts texts texts
• evaluates language and culture in • analyses language and culture in • explains language and culture in a • describes some language and • identifies some features of
a wide range of authentic and range of authentic and unfamiliar range of authentic and unfamiliar culture in authentic and language and culture in authentic
Understanding
unfamiliar contexts contexts contexts unfamiliar contexts and unfamiliar contexts
• analyses and synthesises complex • explains and compares and • explains interconnections and • describes interconnections and • identifies some interconnections
interconnections and reflect on contrasts complex reflect on own values, beliefs, reflect on own values, beliefs, between own beliefs, practices,
own values, beliefs, practices, and interconnections and reflect on practices, and ideas represented practices, and ideas represented and ideas represented or
ideas represented or expressed in own values, beliefs, practices, and or expressed in authentic and/ or or expressed in authentic and/ or expressed in authentic and/ or
authentic and/ or extended texts ideas represented or expressed in extended texts extended texts extended texts with little or no
authentic and/ or extended texts reflection
• evaluates concepts and • analyses concepts and • explains concepts and • describes concepts and • identifies concepts and
perspectives represented in a perspectives represented in texts perspectives represented in texts perspectives represented in texts perspectives represented in texts
range of texts from literature and from literature and the media from literature and the media from literature and the media from literature and the media
the media
• creates insightful texts displaying • creates complex texts displaying • creates texts displaying breadth • creates texts displaying some • creates texts displaying some
independence, depth and breadth breadth and some depth and in the treatment of the topic and breadth in the treatment of the knowledge of the topic
in the treatment of the topic, independence in the treatment of constructs conclusions topic and constructs conclusions
substantiates decisions and the topic and constructs
constructs conclusions conclusions
• displays clear and thorough • displays thorough knowledge and • displays knowledge and • displays knowledge of the target • displays little or no confidence
knowledge and understanding of understanding of the target understanding of the target language and responds with some and/ or sensitivity in responses to
the target language as a system language as a system and language as a system and confidence and/ or sensitivity knowledge of the target language
Communicating
and responds with a high degree responds appropriately and with responds with confidence and
of confidence and sensitivity a good degree of confidence and sensitivity
sensitivity
• applies to a high degree of • applies conventions of texts and • applies conventions of texts to • applies some conventions of texts • applies few conventions of texts
conventions of texts and takes takes some risks to represent represent experiences to represent experiences to represent experiences
risks to represent ideas and ideas and experiences appropriate to audience and appropriate to audience and appropriate to audience and
experiences appropriate to appropriate to audience and purpose purpose purpose
audience and purpose purpose
• displays versatility and accurate • displays a degree of versatility • displays some versatility and • displays a range of vocabulary • displays a range of vocabulary
and diverse language use, clarity and accurate and diverse accurate and diverse language and uses grammar with some and uses grammar with limited
of expression and a wide range of language use and a wide range of use and a range of vocabulary and accuracy both orally and in accuracy both orally and in
vocabulary and grammar both vocabulary and grammar both grammar both orally and in writing in a sustained text writing in disjointed texts
orally and in writing orally and in writing writing
12ACT BSSS ANU H Course Advanced Japanese 2021-2022
Social Research in Japanese Value: 1.0
Unit Description
Students will build on their existing strong grasp of Japanese to encompass joyo kanji, and
associated grammatical complexity, sufficient to read and express themselves as is expected of
native speaking senior high school students. They will critically analyse Japanese texts to express
critical arguments about issues in Japanese society, culture, economics and politics. They will refine
their capacity to express themselves creatively and academically according to audience and purpose.
Students will refine their study, research and collaboration skills in Japanese language and university
contexts.
Specific Unit Goals
This unit should enable students to:
• understand in context a variety of texts on Japanese society, culture, economics and politics at
a senior high school level
• use the grammar, vocabulary and kanji necessary to write and speak creatively and critically in
senior high school level Japanese.
Content Descriptions
All knowledge, understanding and skills below must be delivered:
Engaging with texts
• critically analyse a variety of texts on Japanese society, culture, economics and politics to
investigate research questions
• create a variety of increasingly sustained texts for different purposes
• critically analyse a range of issues in Japanese society, culture, economics and politics.
Contexts of language and culture
• evaluate how change over time in Japanese language and culture is revealed in texts
• understand the nature of intercultural communication, such as register and body language
• evaluate how customs and traditions, including language, may vary within a culture, as well as
between cultures, and across time
• analyse and reflect on intercultural experiences.
Values, beliefs and perspectives
• analyse how meaning is constructed through cultural, intercultural and intracultural
knowledge
• understand the significance of cultural, intercultural and intracultural perspectives
• critically analyse own values, beliefs, ideas and practices in relation to those represented in
texts.
13ACT BSSS ANU H Course Advanced Japanese 2021-2022
Features of language use
• apply joyo level kanji, and JLPT N2 vocabulary and grammar to collaborate to share ideas and
understand perspectives
• apply joyo level kanji, and JLPT N2 vocabulary and grammar to communicate ideas, concepts
and opinions
• apply joyo level kanji, and JLPT N2 vocabulary and grammar appropriately to audience,
purpose and context in spoken and written interactions with consideration of gender, age
and/or dialect.
Reflection
• self-reflect on learning processes recognising cognitive, cultural, personal and linguistic
elements of language acquisition
• reflect on learning in a university context.
A guide to reading and implementing content descriptions
Content descriptions specify the knowledge, understanding and skills that students are expected to
learn and that teachers are expected to teach. Teachers are required to develop a program of
learning that allows students to demonstrate all the content descriptions. The lens which the
teacher uses to demonstrate the content descriptions may be either guided through provision of
electives within each unit or determined by the teacher when developing their program of learning.
A program of learning is what a college provides to implement the course for a subject. It is at the
discretion of the teacher to emphasise some content descriptions over others. The teacher may
teach additional (not listed) content provided it meets the specific unit goals. This will be informed
by the student needs and interests.
Assessment
Refer to pages 8 - 10.
14ACT BSSS ANU H Course Advanced Japanese 2021-2022
Textual Analysis in Japanese Value: 1.0
Unit Description
Students will engage with a wide range of twentieth century Japanese Literature and History in a
university context. They will critically analyse texts to understand the changing nature of Japanese
society. Students also engage with contemporary texts in Japanese to synthesis language and
generic features to create their own texts that critically analyse issues and features of Japanese
society and culture. They will refine their capacity to express themselves creatively and academically
according to audience and purpose. Students will refine their study, research and collaboration skills
in Japanese language and university contexts.
Specific Unit Goals
This unit should enable students to:
• understand Japanese culture, history, lifestyles and customs through studying Twentieth
Century Japanese Literature and History
• creatively and critically express an understanding of Japan and the Japanese language.
Content Descriptions
All knowledge, understanding and skills below must be delivered:
Engaging with texts
• critically analyse a variety of contemporary texts for different purposes
• creatively express ideas and critical analyses of Japanese culture, history, lifestyles and
customs
• evaluate research into issues in Japan.
Contexts of language and culture
• synthesise feature of creative texts in creating creative Japanese language texts
• evaluate how language and culture are inextricably linked
• understand the nature of intercultural communication such as register and body language
• evaluate how customs and traditions, including language, may vary within a culture, as well as
between cultures, and across time
• analyse, reflect on and monitor own language learning and intercultural experiences.
Values, beliefs and perspectives
• analyse how meaning is constructed in creative and academic texts
• understand the significance of cultural, intercultural and intracultural perspectives in creative
texts
• critically analyse own values, beliefs, ideas and practices in response to academic analyses of
issues in Japan.
15ACT BSSS ANU H Course Advanced Japanese 2021-2022
Features of language use
• apply joyo level kanji, and JLPT N2 vocabulary and grammar to critically analyse issues by
producing creative texts
• apply joyo level kanji, and JLPT N2 vocabulary and grammar to communicate ideas, concepts
and opinions
• apply joyo level kanji, and JLPT N2 vocabulary and grammar to collaborate to share ideas and
understand perspectives
• apply joyo level kanji, and JLPT N2 vocabulary and grammar to respond appropriately to
audience, purpose and context in spoken and written interactions with consideration of
gender, age and/or dialect.
Reflection
• self-reflect on learning processes recognising cognitive, cultural, personal and linguistic
elements of language acquisition
• reflect on learning in a university context.
A guide to reading and implementing content descriptions
Content descriptions specify the knowledge, understanding and skills that students are expected to
learn and that teachers are expected to teach. Teachers are required to develop a program of
learning that allows students to demonstrate all the content descriptions. The lens which the
teacher uses to demonstrate the content descriptions may be either guided through provision of
electives within each unit or determined by the teacher when developing their program of learning.
A program of learning is what a college provides to implement the course for a subject. It is at the
discretion of the teacher to emphasise some content descriptions over others. The teacher may
teach additional (not listed) content provided it meets the specific unit goals. This will be informed
by the student needs and interests.
Assessment
Refer to pages 8 - 10.
16ACT BSSS ANU H Course Advanced Japanese 2021-2022
Appendix A – Implementation Guidelines
Available course patterns
A standard 1.0 value unit is delivered over at least 55 hours. To be awarded a course, students must
complete at least the minimum units over the whole minor course.
Course Number of standard units to meet course requirements
Minor Minimum of 2 units
Units in this course can be delivered in any order.
Prerequisites for the course or units within the course
Students must be enrolled in BSSS Advanced Japanese in their home college to be eligible for this H
Course.
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a
unit that significantly duplicates content in a unit studied in another course. The responsibility for
preventing undesirable overlap of content studied by a student rests with the principal and the
teacher delivering the course. Students will only be given credit for covering the content once.
Guidelines for Delivery
Program of Learning
A program of learning is what a school provides to implement the course for a subject. This meets
the requirements for context, scope and sequence set out in the Board endorsed course. Students
follow programs of learning in a college as part of their senior secondary studies. The detail, design
and layout of a program of learning are a college decision.
The program of learning must be documented to show the planned learning activities and
experiences that meet the needs of particular groups of students, taking into account their interests,
prior knowledge, abilities and backgrounds. The program of learning is a record of the learning
experiences that enable students to achieve the knowledge, understanding and skills of the content
descriptions. There is no requirement to submit a program of learning to the OBSSS for approval.
The Principal will need to sign off at the end of Year 12 that courses have been delivered as
accredited.
Content Descriptions
Are all content descriptions of equal importance? No. It depends on the focus of study. Teachers can
customise their program of learning to meet their own students’ needs, adding additional content
descriptions if desired or emphasising some over others. A teacher must balance student needs with
their responsibility to teach all content descriptions. It is mandatory that teachers address all
content descriptions and that students engage with all content descriptions.
17ACT BSSS ANU H Course Advanced Japanese 2021-2022
Moderation
Moderation is a system designed and implemented to:
• provide comparability in the system of school-based assessment
• form the basis for valid and reliable assessment in senior secondary schools
• involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership
• maintain the quality of school-based assessment and the credibility, validity and
acceptability of Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant
Framework. Teachers within course teaching groups conduct consensus discussions to moderate
marking or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades
for all accredited courses, as well as statistical moderation of course scores, including small group
procedures, for T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of
Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student
assessment portfolios that have been assessed in schools by teachers under accredited courses, are
moderated by peer review against system wide criteria and standards. This is done by matching
student performance with the criteria and standards outlined in the unit grade descriptors as stated
in the Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on,
their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or
copies of student work completed in Semester 1. Assessment and other documentation required
by the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from
Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12
work from Semester 1 is presented for review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder
and a set of student portfolios) is prepared for each A, T and M course/units offered by the school
and is sent into the Office of the Board of Senior Secondary Studies.
18ACT BSSS ANU H Course Advanced Japanese 2021-2022
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
• a folder containing supporting documentation as requested by the Office of the Board
through memoranda to colleges
• a set of student portfolios containing marked and/or graded written and non-written
assessment responses and completed criteria and standards feedback forms. Evidence of all
assessment responses on which the unit grade decision has been made is to be included in
the student review portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation
Day will be outlined by the Board Secretariat through memoranda and Information Papers.
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to practical performances (A/T/M) be
supported by visual evidence (still photos or video).
The photographic evidence submitted must be drawn from practical skills performed as part of the
assessment process.
Teachers should consult the BSSS guidelines at:
http://www.bsss.act.edu.au/grade_moderation/moderation_information_for_teachers
for current information regarding all moderation requirements including subject specific and
photographic evidence.
19ACT BSSS ANU H Course Advanced Japanese 2021-2022
Appendix B – Course Developers
Name College
Benjamin Raven Namadgi School
Marina Hirose ANU
20ACT BSSS ANU H Course Advanced Japanese 2021-2022
Appendix C – Common Curriculum Elements
Common curriculum elements assist in the development of high-quality assessment tasks by
encouraging breadth and depth and discrimination in levels of achievement.
Organisers Elements Examples
create, compose apply ideas and procedures in unfamiliar situations, content and processes
and apply in non-routine settings
compose oral, written and multimodal texts, music, visual images, responses to
complex topics, new outcomes
represent images, symbols or signs
create creative thinking to identify areas for change, growth and innovation,
recognise opportunities, experiment to achieve innovative solutions,
construct objects, imagine alternatives
manipulate images, text, data, points of view
analyse, justify arguments, points of view, phenomena, choices
synthesise and hypothesise statement/theory that can be tested by data
evaluate
extrapolate trends, cause/effect, impact of a decision
predict data, trends, inferences
evaluate text, images, points of view, solutions, phenomenon, graphics
test validity of assumptions, ideas, procedures, strategies
argue trends, cause/effect, strengths and weaknesses
reflect on strengths and weaknesses
synthesise data and knowledge, points of view from several sources
analyse text, images, graphs, data, points of view
examine data, visual images, arguments, points of view
investigate issues, problems
organise, sequence text, data, relationships, arguments, patterns
sequence and visualise trends, futures, patterns, cause and effect
explain
compare/contrast data, visual images, arguments, points of view
discuss issues, data, relationships, choices/options
interpret symbols, text, images, graphs
explain explicit/implicit assumptions, bias, themes/arguments, cause/effect,
strengths/weaknesses
translate data, visual images, arguments, points of view
assess probabilities, choices/options
select main points, words, ideas in text
identify, reproduce information, data, words, images, graphics
summarise and respond data, visual images, arguments, points of view
plan
relate events, processes, situations
demonstrate probabilities, choices/options
describe data, visual images, arguments, points of view
plan strategies, ideas in text, arguments
classify information, data, words, images
identify spatial relationships, patterns, interrelationships
summarise main points, words, ideas in text, review, draft and edit
21ACT BSSS ANU H Course Advanced Japanese 2021-2022
Appendix D – Glossary of Verbs
Verbs Definition
Analyse Consider in detail for the purpose of finding meaning or relationships, and identifying patterns,
similarities and differences
Apply Use, utilise or employ in a particular situation
Argue Give reasons for or against something
Assess Make a Judgement about the value of
Classify Arrange into named categories in order to sort, group or identify
Compare Estimate, measure or note how things are similar or dissimilar
Compose The activity that occurs when students produce written, spoken, or visual texts
Contrast Compare in such a way as to emphasise differences
Create Bring into existence, to originate
Demonstrate Give a practical exhibition an explanation
Describe Give an account of characteristics or features
Discuss Talk or write about a topic, taking into account different issues or ideas
Evaluate Examine and judge the merit or significance of something
Examine Determine the nature or condition of
Explain Provide additional information that demonstrates understanding of reasoning and /or
application
Extrapolate Infer from what is known
Hypothesise Put forward a supposition or conjecture to account for certain facts and used as a basis for
further investigation by which it may be proved or disproved
Identify Recognise and name
Interpret Draw meaning from
Investigate Planning, inquiry into and drawing conclusions about
Justify Show how argument or conclusion is right or reasonable
Manipulate Adapt or change
Plan Strategize, develop a series of steps, processes
Predict Suggest what might happen in the future or as a consequence of something
Reflect The thought process by which students develop an understanding and appreciation of their own
learning. This process draws on both cognitive and affective experience
Relate Tell or report about happenings, events or circumstances
Represent Use words, images, symbols or signs to convey meaning
Reproduce Copy or make close imitation
Respond React to a person or text
Select Choose in preference to another or others
Sequence Arrange in order
Summarise Give a brief statement of the main points
Synthesise Combine elements (information/ideas/components) into a coherent whole
Test Examine qualities or abilities
Translate Express in another language or form, or in simpler terms
Visualise The ability to decode, interpret, create, question, challenge and evaluate texts that
communicate with visual images as well as, or rather than, words
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